The Effect of Self-regulation and Motivation to Outcomes Learning Using Blended Learning Approach

Abstract

This research aims to determined the effect of self-regulation and motivation to learning outcomes in basic physics courses after using the blended learning approach. This research is a quantitative study with a sample size of 67 people. Samples were taken using random sampling technique from all 1st semester students taking basic physics courses. Data collection was used a self-regulation questionnaire, a learning motivation questionnaire, and student learning outcomes obtained from the accumulation of cognitive, affective, and psychomotor score ​​during the lecture process using a blended learning approach. Data were analyzed using multiple linear regression which was previously tested for linearity and homogeneity. The results of the analysis show that the value of R² = 0.749 and the equation Y = 0.113X₁ + 0.134X₂ + 49.37. Based on these results it can be concluded that there is a positive influence between self-regulation and motivation on student learning outcomes in basic physics courses using a blended learning approach. This approach can continue to be developed for students are more motivated and independent in learning so that student learning outcomes can continue to increase even though they cannot learn in real classes during covid-19 pandemic era.